【备考必备】托福TPO9阅读长难句资料汇总
托福阅读长难句句子分析汇总
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托福阅读TPO长难句分析
托福阅读TPO长难句分析今天我们就以举例来托福托福阅读TPO长难句：举例1If the pores are large, the water in them will exist as drops too heavy for surface tension to hold, and it will drain away; but if the pores are small enough, the water in them will exist as thin films, too light to overcome the force of surface tension holding them in place; then the water will be firmly held.分析：1 并列复合句2 if引导的条件状语从句分句1：the pores（主） are （系）large（表）分句2：the water（主） in them（定） will exist（谓） as drops （状）too heavy for surface tension to hold（定）分句3：it （主）will drain away（谓）分句4： if the pores are small enough,分句5：the water（主） in them （定）will exist （谓）as thin films（状）, too light to overcome the force of surface tension（定） holding them in place（定）分句6： the water （主）will be firmly held（谓）翻译：空隙很大，其中的水会以雨滴的形式存在，重力足以克服表面张力，水会流走；但是如果空隙足够小，水会以薄片的形式存在，重力不足以克服表面的张力，因此水会被稳稳地保存在空隙表面举例2For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness.分析：并列复合句分句2：Nevertheless引导的并列句分句3：That引导定语从句分句1：some early societies（主） ceased to（谓） consider certain rites essential to their well-being and abandoned them（宾）分句2： they（主） retained （谓）as parts of their oral tradition （状）the myths （宾）and admired（谓） them（宾） for their artistic qualities rather than for their religious usefulness（状）分句3：the myths （主）that had grown up （谓）around the rites（状）翻译：比如，早期的一些科学家已经不再认为一些宗教仪式对他们的幸福生活是必要的，并且抛弃了这些仪式。
托福阅读长难句精选
托福阅读长难句精选为了让大家更好的准备托福考试，给大家整理托福阅读长难句，下面就和大家分享，来欣赏一下吧。
托福阅读长难句1一般情况下，句子主语、宾语和句子中其他部分的名词可能因包含大量前置或后置定语成分而变得非常复杂，而整句的谓语动词，其前后最多有副词作修饰，所以相对容易判断。
我们一旦找到整句谓语动词，它的施动者-主语、受动者-谓语以及主干也自然容易进一步识别。
例句1：A desire to throw over reality a lightthat never was might give away abruptly to the desire on the part of what wemight consider a novelist-scientistto record exactly and concretely thestructure and texture of a flower.这个句子里出现的动词有throw, was, might give, mightconsider和record等。
首先，动词不定式不能作谓语，去掉throw和record;was 后不能紧跟情态动词，所以was和might give应属不同的句子，往前看我们发现that never was形成S+V格式，且紧跟着名词light后，再根据句意判断可知that never was 为a light的后置定语从句;稍作判断可知to throw over reality a light 为不定式做A desire的后置定语，此时吧它的不定式后置定语及alight的后置定语拿掉可得到简化结构：A desire might give awayabruptly to thedesire…。
Abruptly显然修饰动词短语give away。
至此我们得到a desire(S)+might giveaway(V)+thedesire(O), 经过这样的简化，整句主干已经得到;至于might consider, 明显和它前面的we组成S+V格式，这个从句跟在on the part of 后面做整句宾语thedesire的后置定语从句纵观整句，主语谓语后都跟了较长的定语成分，造成我们判断它们终结位置的困难。
托福阅读真题词汇 TPO 9
共生的 真菌 光合作用 水分，水汽 分解 蕨类 裂缝 施肥;授精 纯粹的 加强 被子植物 包裹 诱惑的 休眠的，蛰伏的 浮力 漂浮 延长的 浸泡，沉浸于 抵抗的 群岛 胶囊
有意识的 证明合理，维护 处理，应付 学科；纪律 繁荣 令人振奋的，提神的
conception manner utilitarian reveal facilitate sufficient comment compelling inhibition motivation perceivable as opposed to strengthen approach unbiased persuasive numerous intensity
动物群 藻类 抓住，捕获 分子 滋养 熔化的，炽热的 苔藓 繁殖;传播;宣传 有利的 繁殖 裸露的 裸子植物 诱惑 蒲公英 有浮力的 椰子 变迁 浸泡 显著的 抵抗 将…封入内部
symbiotic fungus—fungi photosynthesis moisture decomposition fern crevice fertilize sheer enhance angiosperm wrap tempting dormant buoyancy drift prolonged immerse resistant archipelago capsule
放射性碳
date
persuasively
有 说 服 力 地 retreat
=compellingly/convincingly
skin boat
皮艇
prior to
melt edge barrier unglaciated deglaciate caribou
融化 边缘，优势 障碍 未形成冰川的 冰川消融 北美驯鹿
托福长难句120句解析
托福长难句120句解析
摘要：
1.托福长难句的重要性
2.托福长难句的特征
3.如何解析托福长难句
4.托福长难句的练习方法
正文：
托福长难句在考试中占据重要地位，它们通常包含复杂的结构和难以理解的含义。
因此，掌握托福长难句的解析方法对于备考托福的考生来说至关重要。
托福长难句的特征主要包括：复杂的句子结构、修饰成分繁多、逻辑关系复杂等。
这些特征使得托福长难句难以理解，容易让考生感到困惑。
解析托福长难句的方法如下：
1.识别句子结构：首先，要识别出句子的主干结构，也就是主语、谓语和宾语。
这样可以帮助考生理解句子的基本含义。
2.解析修饰成分：在理解句子的基本含义之后，考生需要分析句子中的修饰成分，例如定语、状语等。
这些修饰成分可以帮助考生更加准确地理解句子的含义。
3.分析逻辑关系：在理解句子的结构和修饰成分之后，考生需要分析句子中的逻辑关系。
例如，因果关系、转折关系等。
这样可以帮助考生更好地理解句子的含义。
4.练习：为了更好地应对托福长难句，考生需要进行大量的练习。
通过练
习，考生可以熟悉托福长难句的结构和特征，提高自己的解析能力。
总之，托福长难句的解析需要考生掌握一定的方法和技巧。
通过识别句子结构、解析修饰成分和分析逻辑关系，考生可以更好地理解托福长难句的含义。
托福阅读备考之长难句分析：地球上的二氧化碳
托福阅读备考之长难句分析：地球上的二氧化碳下面给大家分享托福阅读备考之长难句分析：消失的化石记录的相关内容，希望你们喜欢。
托福阅读备考之长难句分析：地球上的二氧化碳The answer to the first question is that carbon dioxide is still found in abundance on Earth, but now, instead of being in the form of atmospheric carbon dioxide, it is either dissolved in the oceans or chemically bound into carbonate rocks, such as the limestone and marble that formed in the oceans. ( TPO41, 53) abundance /?'b?nd(?)ns/ n. 丰富，充裕atmospheric /?tm?s'fer?k/ adj. 大气的dissolve /d?'z?lv/ v. 溶解limestone /?la?m?st??n/ n. 石灰石marble /'mɑ?b(?)l/ n. 大理石大家自己先读，不回读，看一遍是否能理解The answer to the first question is ( that carbon dioxide is still found in abundance on Earth), but now, (instead of being in the form of atmospheric carbon dioxide), it is either dissolved in the oceans or chemically bound into carbonate rocks, (such as the limestone and marble) (that formed in the oceans.) ( TPO41, 53) 托福阅读长难句分析：这个句子的主干是：The answer to the first question is 从句 , but now, it is either dissolved in the oceans or chemically bound into carbonate rocks 修饰一：(that carbon dioxide is still found in abundance on Earth) ，从句中文：在地球上二氧化碳依然可以大量被找到修饰二：(instead of being in the form of atmospheric carbon dioxide) ，介词短语中文：它不是以大气中的二氧化碳的形式出现修饰三：(such as the limestone and marble that formed in the oceans.) ，介词短语中文：例如在海洋中形成的石灰石和大理石修饰四：(that formed in the oceans.) ，从句中文：在海洋中形成的参考翻译：第一个问题的答案是，在地球上二氧化碳依然可以大量被找到，但是现在，它不是以大气中的二氧化碳的形式出现，它溶解在海洋里或者通过化学作用进入碳酸盐岩中，例如在海洋中形成的石灰石和大理石。
托福--阅读长难句共34页文档PPT文档36页
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文 家 。汉 族 ，东 晋 浔阳 柴桑 人 （今 江西 九江 ） 。曾 做过 几 年小 官， 后辞 官 回家 ，从 此 隐居 ，田 园生 活 是陶 渊明 诗 的主 要题 材， 相 关作 品有 《饮 酒 》 、 《 归 园 田 居 》 、 《 桃花 源 记 》 、 《 五 柳先 生 传 》 、 《 归 去来 兮 辞 》 等 。
托福--阅读长难句共34页文档
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托福阅读经典长难句分析汇总
托福阅读经典长难句分析汇总为了帮助大家备考托福阅读，提高阅读分数，下面小编给大家带来托福阅读经典长难句分析汇总，希望对大家有所帮助!托福阅读经典长难句分析11.Totally without light and subjected to intense pressures hundreds of times greater than at the Earth’s surface，the deep—ocean bottom is a hostile environment to humans，in some ways as forbidding and remote as the void of outer space.(定语后置in some ways…)由于完全没有光，而且承受着比在地球表面大数百倍的极大压力，深海底部对人类而言是一个充满敌意的环境，在某些方面就像外层空间一样险恶和遥远。
分句1：Totally without light and subjected to intense pressures分句2：hundreds of times greater than at the Earth’s surface分句3：the deep—ocean bottom is a hostile environment to humans分句4：in some ways as forbidding and remote as the void of outer space分句2修饰分句1结尾的短语intense pressures，分句1是分句3的原因状语分句3是整个长句子的主句分句4是分句3的后置定语，修饰分句3的 a hostile environment to humans整个句子结构是：原因状语+主句+后置定语这是主句前后分别有状语和定语的修饰成分，但是本句其实不是复合句。
句子的核心意思是深海对于人类而言是一个充满敌意的环境。
托福阅读笔记之TPO9 Reflection in Teaching
托福阅读笔记之TPO9 Reflection in Teaching说到托福阅读备考，TPO是必不可少的备考神器，通过TPO练习来更好的适应阅读考试的节奏。
本文小编带来的托福阅读笔记是TPO9 Reflection in Teaching的内容，希望能够与正在备考的大家一起进步。
TPO9 Reflection in Teaching文章题材：社会科学——关于教学反思动机的研究理论常见词汇：thorough['θʌrə]adj. 彻底的，完全的，详尽的，精心的threat[θret]n. 威胁，凶兆vt. 威胁, 恐吓claim[kleim]n. 要求，要求权;主张，断言，声称opposed[ə'pəuzd]adj. 反对的，敌对的v. 和... 起冲突，反抗compelling[kəm'peliŋ]adj. 强制的，引人注目的，令人信服的realistic[riə'listik]adj. 现实的，现实主义的calculate['kælkjuleit]v. 计算，估计，核算，计划，认为identifiedadj. 被识别的;经鉴定的;被认同者v. 鉴定defined[di'faind]adj. 有定义的，确定的;清晰的，轮廓分明的essential[i'senʃəl]n. 要素，要点易错题解析：Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:○It was designed so that teachers would eventually reflect without help from others○It was used by a group of teachers over a period of years.○It involved having teachers take part in discussions of classroom events○It invol ved having teachers record in writing their reflections about teaching题型：否定事实信息题。
TPO 09阅读详细解析
TPO 09Paragraph 1:1. According to paragraph 1, the theory that people first migrated to the Americans by way of an ice-free corridor was seriously called into question by○paleoecologist Glen MacDonald's argument that the original migration occurred much later than had previously been believed○the demonstration that certain previously accepted radiocarbon dates were incorrect○evidence that the continental ice began its final retreat much later than had previously been believed○research showing that t he ice-free corridor was not as long lasting as had been widely assumed2. The word persuasively in the passage is closest in meaning to○aggressively○inflexibly○convincingly○carefullyParagraph 2:Colonizing the Americas via theNorthwest CoastIt has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. ■The first water craft theory about the migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive ice sheets-the Laurentide to the west-that enabled the southward migration. ■But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. ■He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. ■3. Paragraph 2 begins bypresenting a theory and then goes on to ○discuss why the theory was rapidly accepted but then rejected○present the evidence on which the theory was based○cite evidence that now shows that the theory is incorrect○explain why the theory was not initially considered plausible4. The phrase prior to is closest in meaning to○before○immediately after○during○in spite of5. Paragraph 2 supports the idea that, before the 1970s, the most archaeologists held which of the following views about the earliest people to reach the Americas?○They could not have sailed directly from Beringia to Alaska and then southward because, it was thought, glacial ice covered the entire coastal region.○They were not aware that the climate would continue to become milder○They would have had no interest in migrating southward from Beringia until after the continental glaciers had begun to melt○They lacked the navigational skills and appropriate boats needed long-distance trips.Paragraph 3:6. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change theSupport is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest Coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americans prior to the melting of the continental glaciers. Until the early 1970s, most archaeologists did not consider the coast a possible migration route into the Americans because geologists originally believed that during the last Ice Age the entire Northwest Coast was covered by glacial ice. It had been assumed that the ice extended westward from the Alaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extend into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of North America to what is today the state of Washington.The most influential proponent of the coastal migration route has beenmeaning in important ways to leave out essential information.○Because this region has been settled the longest, it also displays the greatest diversity in Native American languages.○Fladmark's hypothesis states that the west coast of the Americas has been settled longer than any other region.○The fact that the greatest diversity of Native American languages occurs along the west coast of the Americans lends strength to Fradmark's hypothesis ○According to Fladmark, Native American languages have survived the longest along the west coast of the Americas.Paragraph 4:7. The author's purpose in paragraph 4 is to○indicate that a number of recent geologic studies seem to provide support for the coastal hypothesis○indicate that coastal and inland migrations may have happened simultaneously○explain why humans may have reached America's northwest coast before animals and plants did○show that the coastal hyp othesis may explain how people first reached Alaska but it cannot explain how people reached areas like modern British Columbia and Washington State8. The word Vast in the passage is closest in meaning to○Frozen○Various○Isolated○HugeParagraph 5: Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark's hypothesis received additional support from the fact that the greatest diversity in Native American languages occurs along the west coast of the Americans, suggesting that this region has been settled the longest.More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of9. According to paragraph 5, the discovery of the remains of large land animals supports the coastal hypothesis by providing evidence that○humans were changing their hunting techniques to adapt to coastal rather than inland environments○animals had mi grated from the inland to the coasts, an indication that a midcontinental ice-free corridor was actually implausible○humans probably would have been able to find enough resources along the coastal corridor○the continental shelf was still exposed by lower sea levels during the period when the southward migration of people began10. The word inhospitable in the passage is closest in meaning to○not familiar○not suitable○not dangerous○not reachable11. According to paragraph 5, the most recent geologic research provides support for a first colonization of America dating as far back as○16,000 years ago○14,000 years ago○12,500 years ago○10,000 years agoParagraph 6:12. The word impetus in the passage is closest in meaning to○chance○protection○possibility○incentiveParagraph 1: plants, animals, and humans sometime between 13,000 and 14,000 years ago.The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and others believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago.The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing gathering, and the use of watercraft. Because of the13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.Moreover, other evidence suggests that even if an ice-free corridor did exist, it would have lacked the resources needed for human colonization.Where could the sentence best fit?14.Recent evidence favors a rival to the long-standing theory that the Americas were colonized 11,000-12,000 years ago by people migrating south from Beringia along a midcontinental ice-free corridor●●●Answer Choices1.Evidence that an ice-free corridorbetween two ice sheets developedwhen the continental ice firstbegan to melt came primarilyfrom radiocarbon dating.2.There is growing support for thetheory that migration took placemuch earlier, by sea, following acoastal route along Alaska anddown the northwest coast.3.Recent geologic evidence indicatesthat contrary to what had beenbelieved, substantial areas alongthe coast were free of ice as earlyas 16,000 years ago.4.Research now indicates that theparts of the inner continental shelfthat remained covered with icewere colonized by a variety ofearly human groups well adaptedto living in extremely coldenvironments.5.There is evidence suggesting that barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. ■The first water craft theory about the migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive ice sheets-the Laurentide to the west-that enabled the southward migration. ■But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. ■He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. ■areas along the coast may have contained enough food resources between 13,000 and 14,000 years ago to have made human colonization possible.6.Even though the northern part ofthe continent allowed for a more varied economy, several early human groups quickly moved south.Paragraph 1:1. The word justified in the passage is closest in meaning to○supported○shaped○stimulated○suggested2. According to paragraph 1, it was believed that reflection could help teachers○understand intellectual principles of teaching○strengthen their intellectual connection to their work○use scientific fact to improve discipline and teaching○adopt a more disciplined approach to teachingParagraph 2:3. The word flourish in the passage is closest in meaning to○continue○occur○succeed○apply4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:○It was designed so that teachers would eventually reflect without help from others○It was used by a group of teachers over a period of years.○It involved having teachers take part in discussions of classroom events ○It involved having teachers record in writing their reflections about teaching5. According to paragraph 2, Wildman and Niles worried that theREFLECTION IN TEACHINGTeachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.teachers they were working with might feel that○the number of teachers involved in their program was too large○the concepts of teacher reflection were so abstract that they could not be applied○the ideas involved in reflection were actually not new and refreshing ○several years would be needed to acquire the habit of reflecting on their teachingParagraph 3:6. The word objective in the passage is closest in meaning to○unbiased○positive○systematic○thorough7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?○Correctly calculate the amount of time needed for reflection○Provide sufficiently detailed descriptions of the methods they used to help them reflect○Examine thoughtfully the possible causes of events in their classrooms○Establish reali stic goals for themselves in practicing reflectionParagraph 4:8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?○It describes and comments on steps taken to overcome problems identified earlier in the passage○It challenges the earlier claim that teachers rarely have the time to thinkWildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian...and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.Helping this group of teachers to revise their thinking about classroom events became c entral. ■This process took time and patience and effective trainers. ■The researchers estimate that the initial training of the same teachers to view events objectively took between 20 and 30 hours, with the same number of hours again beingabout their own or others' teaching○It identifies advantages gained by teachers who followed the training program described earlier in the passage ○It explains the process used to define the principles discussed later in the passageParagraph 5:9. The word compelling in the passage is closest in meaning to○commonly held○persuasive○original○practicalParagraph 6:10. According to paragraph 6, teachers may be discouraged from reflecting because○it is not generally supported by teacher educators○the benefits of reflection may not be apparent immediately○it is impossible to teach and reflect required to practice the skills of reflection.■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point outon one's teaching at the same time○they have often failed in their attempts to become reflective practitioners11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists○Many aspects of the motivati on to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivationParagraph 4Paragraph 512. Look at the four squares [■] that indicate where the following sentence could be added to the passage.However, changing teachers’ thinking about reflection will not succeed unless there is support for reflection in the teaching environment. Where could the sentence best fit?13.Wildman and Niles have conducted research on reflection in teaching●●the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of others. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect-for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.●Answer Choices1.Through their work with Virginiateachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.2.Wildman and Niles found thatconsiderable training and practice are required to understand classroom events and develop the skills involved in reflection.3.Wildman and Niles identifiedthree principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.4.Wildman and Niles concludedthat teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection. 5.There are numerous obstacles toimplementing reflection in schools and insufficient understanding of why teachers might want to reflect.6.Whether teachers can overcomethe difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect.Paragraph 2:1. The phrase at random in the passage is closest in meaning to○final ly○over a long period of time○successfully○without a definite pattern2. It can be inferred from paragraph 2 that the fungi in lichens benefit from their symbiotic relationship with algae in what way?○The algae help the fungi meet some of their energy needs.○The algae protect the fungi from the Sun's radiation.○The algae provide the fungi with greater space for absorbing water.○The fungi produce less waste in the presence of algae.3. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.○Some of the earliest important examples of symbiosis-the close cooperation of two or more living things-occur in island communities.○Symbiosis-the close cooperation of pairs or small groups of living organisms-isTHE ARRIVAL OF PLANT LIFE IN HAWAIIWhen the Hawaiian islands emerged from the sea as volcanoes, starting about five million years ago, they were far removed from other landmasses. Then, as blazing sunshine alternated with drenching rains, the harsh, barren surfaces of the black rocks slowly began to soften. Winds brought a variety of life-forms.Spores light enough to float on the breezes were carried thousands of miles from more ancient lands and deposited at random across the bare mountain flanks. A few of these spores found a toehold on the dark, forbidding rocks and grew and began to work their transformation upon the land. Lichens were probably the first successful flora. These are not single individual plants; each one is a symbiotic combination of an alga and a fungus. The algae capture the Sun's energy by photosynthesis and store it in organic molecules. The fungi absorb moisture and mineral salts from the rocks, passing these on in waste products that nourish algae. It is significant that the earliest living things that built communities on these islands are examples of symbiosis, a phenomenon that depends upon the close cooperation of two or more forms of life and a principle that is very important in island communities.especially important in these island environments.○The first organisms on these islands worked together closely in a relationship known as symbiosis, which is particularly important on islands.○It is significant to note that organisms in the beginning stages of the development of island life cannot survive without close cooperation.Paragraph 3:4. The word abundantly in the passage is closest in meaning to○occasionally○plentifully○usefully○fortunately5. The word propagate in the passage is closest in meaning to○multiply○emerge○live○evolve6. According to paragraph 3, what was the relationship between lichens and ferns in the development of plant life on Hawaii?○Ferns were able to grow because lichens created suitable soil.○The decomposition of ferns produced minerals that were used by lichens.○Lichens and ferns competed to grow in the same rocky environments.○Lichens and ferns w ere typically found together in volcanic areas.Paragraph 47. The word This in the passage refersLichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. ■These plants propagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spores are unprotected by any outer coating and carry no supply of nutrient. ■Vast numbers of them fall on the ground beneath the mother plants. ■ Sometimes they are carried farther afield by water or by wind. ■But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.Many millions of years after ferns evolved (but long before theto○the spread of ferns and mosses in Hawaii○the creation of the Hawaiian Islands○the evolution of ferns○the development of plants that produce seeds8. According to paragraph 4, why do seeds have a greater chance of survival than spores do? To receive credit, you must select TWO answer choices.○Seeds need less water to grow into a mature plant than spores do.○Seeds do not need to rely on o utside sources of nutrients.○Seeds are better protected from environmental dangers than spores are.○Seeds are heavier than spores and are therefore more likely to take root and grow.9. Why does the author mention a nut,a peach, and a cherry?○To in dicate that some seeds are less likely to survive than others○To point out that many angiosperms can be eaten○To provide examples of blooming plants○To illustrate the variety of coverings among angiosperm seeds10. The word dormant in the passage is closest in meaning to○hidden○inactive○underground○preservedParagraph 5:11. According to paragraph 5, a major reason that coconuts can establish themselves in distant locations is that their Hawaiian Island were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. This was a wonderful biological invention. The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus, the speed's chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard-like the shell of a nut-for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperm the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seeds to move to new habitats. They could travel through the air, float in water, and lie dormant for many months.Plants with large, buoyant seeds-like coconuts-drift on ocean currents and are washed up on the shores. Remarkably resistant to theseeds can○survive long exposure to heat on island beaches○float and survive for long periods in ocean water○use saltwater for maintenance and growth○maintain hard, protective coats even after growing roots12. According to the passage, which of the following characteristics do spores and seeds have in common?○They may be surrounded by several layers of covering○They are produced by flowering plants.○They may be spread by wind.○They are able to grow in barren soils.Paragraph 313. Look at the four squares [■] that indicate where the following sentence could be added to the passage.So since the chances of survival for any individual spore are small, the plants have to produce many spores in order to propagate.Where could the sentence best fit?14.After the formation of the Hawaiian Islands, much time passed before conditions were suitable for plant life.●●●Answers Choices1.Algae are classified as symbioticbecause they produce energythrough the process ofphotosynthesis.2.The first successful plants on vicissitudes of ocean travel, they can survive prolonged immersion in saltwater. When they come to rest on warm beaches and the conditions are favorable, the seed coats softer. Nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun.By means of these seeds, plants spread more widely to new locations, even to isolated islands like the Hawaiian archipelago, which lies more than 2,000 miles west of California and 3,500 miles east of Japan. The seeds of grasses, flowers, and blooming trees made the long trips to these islands. (Grasses are simple forms of angiosperms that bear their encapsulated seeds on long stalks.) In a surprisingly short time, angiosperms filed many of the land areas on Hawaii that had been bare.。
托福阅读常见4种长难句逻辑关系分析
托福阅读常见4种长难句逻辑关系分析托福阅读长难句, 常见4种长难句逻辑关系分析。
今天给大家带来托福阅读常见4种长难句逻辑关系分析托福阅读长难句常见4种长难句逻辑关系分析一.托福阅读长难句运用其实长难句在考试中最直接的运用就是考察插入句子题和解释句子题。
对于这样的题目，我们在不能读懂句子的情况下，能够把握的就是句子的内在关系，即逻辑。
逻辑在解释句子题中的运用尤为重要，以前有学生反映，在考试中其实句子根本就不能读懂，而利用逻辑就能迅速排除选项，从而找到正确的答案。
所以说，逻辑是我们托福阅读中的隐形解题帮手，考生们一定要尤为关注。
下面是托福阅读中经常出现的四大逻辑关系，把握了它们就等于掌握了托福阅读解题技巧的一个重要部分。
二.托福阅读长难句常见逻辑关系分析1.因果关系因：because，because of，for，as，since，in that，on account of，with果：so，so that，therefore，thereby，as a result，hence，thus，coequently，accordingly因果关系除了传统意义上的显性因果表达词外，隐性的因果同样是不可忽略的一个重要部分。
隐性因果：A 导致(因-果)：cause，reason，lead to，give rise to，result in，render，make，let，ask，push，stimulate，ark，ur，fuel，produce，be reoible for如：The increased presures of expanding population have led to the removal of woody plants so that many cities and tow are surrounded by large areas completely lacking in trees.在这段话中，有lead to，表示了导致的意思，即结果;而so that 更进一步表示了后面的结果，所以可以充分判定这段话有因果关系的逻辑。
托福阅读长难句
托福阅读长难句为了让大家更好的预备托福考试，我给大家整理托福阅读长难句，下面我就和大家共享，来观赏一下吧。
托福阅读长难句1In order for the structure to achieve the size and strength necessaryto meet itspurpose, architecture employs methods of support that, because they are based on physical laws, have changed little since people first discovered them——evenwhile building materials have changed dramatically.(44)大家先自己理解，多想想，先别看解析，看不明白，再看下面的解析。
(In order for the structure) (to achieve the size and strength necessary to meet its purpose), architecture employs methods of support that, (because they are based on physical laws), have changed little since people first discovered them—— (even while building materials have changed dramatically. )老邪分析：一个句子重点在于主干，看懂了主干，就看懂了句子的主要成分。
以下主干为句子中红色部分，括号里均是修饰成分。
修饰一：(In order for the structure)，介词短语修饰二：(to achieve the size and strength necessary to meet its purpose)，非谓语做形容词性修饰structure修饰三：(because they are based on physical laws)，插入语，插入语记得先跳过去，断句别出问题，that和have changed是在一起的。
托福考试阅读长难句分析解读
托福考试阅读长难句分析解读2017年托福考试阅读长难句分析解读Nothing in the world is difficult for one who sets his mind to it.以下是店铺为大家搜索整理的2017年托福考试阅读长难句分析解读，希望能给大家带来帮助!It is significant that the earliest living things that built communities on these islands are examples of symbiosis, a phenomenon that depends up on the close cooperation of two or more forms of life and a principle that is very importantin island communities. (TPO9, 43)community n. 社区，团体，社会，(动植物的)群落symbiosis /smba'oss/ n. 共生。
It is significant that the earliest living things (that built communities on these islands) are examples of symbiosis, a phenomenon (that depends upon the close cooperation of two or more forms of life) and a principle (that is very important in island communities). (TPO9, 43)托福阅读长难句100句分析：修饰一：(that built communities on theseislands)，从句，修饰living things中文：在这些岛上建立生物群落修饰二：(a phenomenon and a principle)，同位语，修饰symbiosis，注意这里的a phenomenon和a principle被从句隔开了，注意这里的断句修饰三：(that depends upon the close cooperation of two or more forms of life) ，从句，修饰a phenomenon中文：依赖两种或两种以上的生物紧密合作修饰四：(that is very important in island communities)从句，修饰aprinciple中文：在岛上生物群落非常重要托福阅读长难句100句参考翻译：在这些岛上建立生物群落的最早的`生物以共生方式存在是非常重要的，共生是一种依赖两种或两种以上的生物紧密合作而生存的现象，也是在岛上生物群落非常重要的原则。
托福阅读TPO长难句汇总
智课网TOEFL备考资料托福阅读TPO长难句汇总摘要：想要提高托福阅读能力，很多考生会选择托福TPO作为练习材料。
而TPO阅读中常常出现长难句，解析困难，成为阅读障碍。
在此，智课教育小编为大家整理了托福TPO1-26中的阅读长难句，阅读能力较高的同学，可以借此机会测试一下自己的真实能力。
托福阅读长难句是阅读考试的重点和难点，想要充分理解长难句最好的办法就是不断分析，因此我们为大家准备了10个托福阅读考试中出现过的长难句，并附有翻译解析，考生们可以参考。
1.0n the rare occasion when a fine piece of sculpture was desired，Americans turned to foreign sculptors，as inthe1770's when the cities of New York and Charleston, South Carolina，commissioned the Englishman Joseph Wilton to make marble statues of William Pitt.在少数情况下，当需要一件精美的雕刻品时，就像1770年纽约与南卡罗来纳的查尔斯顿城委托英国人约瑟夫.威尔顿制造威廉.皮特的大理石雕像一样，美国人求助于外国人。
2.Instead of trying to keep down the body temperature deep inside the body, which would involve the expenditure of water and energy，desert mammals allow their temperatures to rise to what would normally be fever height，and temperatures as high as 46 degrees Celsius have been measured in Grant's gazelles.沙漠哺乳动物并不试图将体温控制得很低，因为这么做将会涉及水和能量的消耗，而是允许体温上升到平常是高烧的温度——有人在格兰特羚羊身上曾测到高达46摄氏度的体温。
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【备考必备】托福TPO9阅读长难句资料汇总
在这里小编为大家带来托福TPO9阅读长难句，希望对大家提高托福阅读水平有所帮助!
托福TPO9阅读长难句TPO9: Colonizing the Americas via the Northwest Coast
1. Fladmark’s hypothesis received additional support form from the fact
that the greatest diversity in native American languages occurs along the west coast of the Americas,suggesting that this region has been settled the
longest.
2. The coastal hypothesis has gained increasing support in recent years
because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years
ago.
3. The most recent geologic evidence indicates that it may have been
possible for people to colonize ice-free regions along the continental shelf
that were still exposed by the lower sea level between13,000 and 14,000 years ago.
TPO9: Reflection in Teaching
1. This was justified by the view that reflective practice could help
teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
conceptions of teaching only to find that the void between the abstractions and therealities of teacher reflection is too great to bridge.
3. The researchers estimate that the initial training of the teachers to
view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
托福TPO9阅读长难句TPO9: The Arrival of Plant Life in Hawaii
1. It is significant that the earliest living things that built communities
on these islands are examples of symbiosis, a phenomenon that depends upon the close cooperation of two or more forms of life and a principle that is very important in island communities.
2. Lichens helped to speed the decomposition of the hard rock surfaces,
preparing a softbed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth.
3. These plants propagate by producing spores–tiny fertilized cells that
contain all the instructions for making a new plant–but the spore are
unprotected by any outer coating and carry no supply of nutrient.
4. Remarkably resistant to the vicissitudes of ocean travel, they can
survive prolonged immersion in saltwater when they come to rest on warm beaches and the conditions are favorable, the seed coats soften.
以上就是小编为大家整理的TPO9阅读长难句，希望对大家托福阅读备考有帮助。
最后小编预祝大家托福考试能取得理想的成绩。